The Dynamism of a Written Test in Phases: a study with students of Differential and Integral Calculus

Abstract In this article, anchored in an assessment of learning as a research practice and learning opportunity, we present a discussion about the "behavior" of the assessment instrument written in phases (stage test) evidenced in a research. The research is of a qualitative nature with an interpretative character, in which the subjects were the teacher and 48 students enrolled in the discipline of Differential and Integral Calculus - CDI of a federal university in Paraná and carried out a written test in 10 phases. In this discussion, we will try to evidence the written test in phases as a teaching, learning, and evaluation resource; Recognizing its dynamic aspect as it presents itself in a new way at each stage; As a medium that favors the teacher and student to communicate in an individualized way, even if the arguments are constructed in the collective (in-class discussions, discussion among students).摘要：本文以“将学习视为一种研究实践与学习契机”的评估框架为依托，针对一项研究中所呈现的分阶段书面测验（stage test）这一评估工具的“运作表现”展开探讨。本研究为带有阐释性特征的质性研究，研究对象为巴拉那州某联邦大学微分与积分微积分（CDI）课程的1名教师与48名修课学生，全体参与了分为10个阶段开展的书面测验。在本次讨论中，我们将尝试阐明分阶段书面测验作为教学、学习与评价资源的价值；同时认知其动态属性——每一阶段均以全新形式呈现；它亦是一种助力教师与学生实现个性化沟通的媒介，即便相关论证可依托集体场景构建（如课堂讨论、学生间小组讨论）。